Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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L e s s o n 5 , p a r t 1 Making a Life Line Learning Objective To help students appreciate the range and nature of influences on their educational and career development and to demonstrate how career-related experiences are interwoven with other (e.g., personal, social, family, and cultural) aspects of their lives Materials Needed Rolls of cash register tape for each student or newsprint sheets, colored markers, handout: “Life Line Presentation Guide” Vocabulary influence, timeline, career, cultural, life line SCANS Competencies Personal Qualities: Self-esteem Basic Skills: Speaking Information: Organizes and maintains information Instructions for Conducting the Activity Before asking the students to create the Life Line, which is a timeline of events in their lives, you should demonstrate how to create one by walking students through the process as you complete your own life line. Once you have done this, distribute a segment of cash register tape or newsprint to each student. Ask students to record important events in their life and things they have done. Ask them to put the date below each event/thing. Encourage students to use whatever colored markers they would like in constructing their timeline. Tell students that they might record a single event, an ongoing experience, person, thought, or plan. Ask students to select one event on their timeline that they would like to talk about. Lead students through a review of the “WH” question words: What is the event? ____________________________________________________________________________________ When did it happen? __________________________________________________________________________________ Where did it happen? __________________________________________________________________________________ Who was there? _______________________________________________________________________________________ Why is it important to you? _____________________________________________________________________________ You can model this process by selecting one of your own life events and talking about it using the “WH” words. You can either write the “WH” words on the board and/or distribute the “Life Line Presentation Guide” handout for students to make some notes about their event for a presentation. Each student then does a five-minute presentation about his/her identified timeline event. As the presentations progress, you can reflect on the commonalities and differences among the significant events/ influences or on the categories of influences that seem to be occurring with regularity (e.g., family members, adult role models, chance events). After each student has done their presentation, post the timelines on the wall and have the students walk around and read them. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 5, Part I: Making a Life Line | 42
Extension Activity Have students divide into small groups. Ask students to talk about what they learned from their life lines and how this information might influence their next steps in a job or career. Adapted from “Experiential Activities for Teaching Career Counseling Classes and for Facilitating Career Groups, Volume One,” National Career Development Association, 2000. Integrating Career Awareness into the ABE & ESOL Classroom | Section II, Lesson 5, Part I: Making a Life Line | 43
Page 3: Integrating Career Awareness into t
Page 6 and 7: Lesson 12 Part 1: Putting It All To
Page 8 and 9: Handouts All of the handouts are li
Page 10 and 11: Foreword It has been well-establish
Page 12 and 13: How to Use This Guide Who is this G
Page 14 and 15: Lessons from the Field Since the fi
Page 16 and 17: L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19: L e s s o n 2 Looking at How We Get
Page 20 and 21: Name and Country Job How People Get
Page 22 and 23: • Having a positive attitude •
Page 24 and 25: In this lesson, the students are go
Page 26 and 27: Extension Activity Ask the students
Page 28 and 29: L e s s o n 1 The Career Planning P
Page 30 and 31: Occupational Exploration looks at:
Page 32 and 33: L e s s o n 2 Identifying Hopes and
Page 34 and 35: L e s s o n 3 Introduction to Goal
Page 36 and 37: Student Goal Scenarios 1. Farouk mo
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Page 40 and 41: Reading Guide for “Jesusita Novar
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Page 48 and 49: L e s s o n 6 Things I Like Learnin
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Page 66 and 67: Have students put their names and d
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Page 75 and 76: Career Exploration on the Internet
Page 77 and 78: 9. Future Advancement What are the
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Page 81 and 82: L e s s o n 3 Informational Intervi
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Page 87 and 88: Brainstorm a list of questions that
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Workers’ Rights Vocabulary favori
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Labor Unions Purpose: A union is an
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L e s s o n 1 Reality Checking Lear
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Extension Activity Have students ex
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L e s s o n 3 Overcoming Obstacles
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L e s s o n 4 Different Types of De
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L e s s o n 5 Setting Goals Learnin
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• You need to practice setting go
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SMART Goal Worksheet Today’s Date
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L e s s o n 6 Support Systems Learn
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Problem-Solving Worksheet Name: ___
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Extension Activities In small group
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Reading drawings/graphs/maps Using
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College Awareness Assessment Name:
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ANSWER KEY College Awareness Assess
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College Vocabulary 101 FINANCIAL AI
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credit hour co-requisite classes de
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L e s s o n 1 1 Smart Consumer of E
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Be a Smart Consumer of Education: A
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L e s s o n 1 2 Exploring Options f
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What Are My Options? Proprietary Sc
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Proprietary Schools Proprietary sch
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L e s s o n 1 3 The Admissions Proc
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Learning About the Admissions Proce
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Learning About College Placement Te
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more information, including tips, i
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Types of College Placement Tests CO
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L e s s o n 1 4 Navigating College:
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Student Services/Resources 1. What
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L e s s o n 1 6 Navigating College:
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Campus Scavenger Hunt Directions:
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Where do students go for help with
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College Success Skills: An online s
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Then ask each student to write down
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Writing Tips • You can write to r
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• Health insurance (some professi
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Needs Versus Wants Worksheet List s
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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